Massachusetts+Science


 * This Page || [] ||
 * Science & ELs Day 1 Presentation || [|John's PowerPoint for Day 1] ||
 * Clark's article against Constructivism || Clark's article against constructivism, in favor of "fully-guided instruction" ||
 * ==How are they doing?== || ==Learning as "Change over time" ... "Incremental Growth" ... Progress Monitoring== ||
 * OLAI as an interesting tool || We should all know about OLAI ... the "Oral Language Acquisition Inventory."
 * ==How are they doing?== || ==Learning as "Change over time" ... "Incremental Growth" ... Progress Monitoring== ||
 * OLAI as an interesting tool || We should all know about OLAI ... the "Oral Language Acquisition Inventory."

The theory with this tool is that you can determine what language structures a student has acquired simply by asking them to repeat sentences. If they can reproduce the sentence, it means they're "chunking" the words into meaningful clusters. If they're not chunking words into language, they can't reproduce the sentence. ||
 * == WIDA-Style Prompts ==

=@http://tiny.cc/accessPrompts = || A collection of "language-reduced, standards-based" prompts.

=The URL for the prompt = =collection has changed to @http://tiny.cc/accessPrompts = ||
 * ==WIDA Extended Tools== || A set of presentations and tools for you to think about WIDA as a tool to guide instruction to ELs ||
 * [[file:Olive-Analysis.pdf|The OLiVe Analysis]]

|| A rubric that corresponds to three of WIDA's criteria for language performance: Organization (Coherence) Length (compexity) and Vocabulary || five pages a week of content-related, level-appropriate text.
 * Other WIDA Writing/ Speaking tools ||  ||
 * The Page-A-Day Initiative (PADI) || The Page-A-Day-Initiative (PADI) is an effort to have all students read at least

We posted all the links and explanations for the MPS "Page-A-Day-Initiative" a support page here: http://mplsesl.wikispaces.com/MELED ||
 * [|Five-Minute Vocabulary Size Estimate][[image:Screen Shot 2015-03-16 at 1.22.35 PM.png width="393" link="@http://testyourvocab.com/"]] || Adult native speakers score between 20,000 and 35,000 (typically)
 * [|Five-Minute Vocabulary Size Estimate][[image:Screen Shot 2015-03-16 at 1.22.35 PM.png width="393" link="@http://testyourvocab.com/"]] || Adult native speakers score between 20,000 and 35,000 (typically)

Native speakers of English score about 9,000 words.

According to James Milton, you need [|2,000 words for basic gist] and about 10,000 for basic literacy. ||
 * Vocabulary tools || Vocab tools -- including
 * the Corpus of Contemporary American (COCA) tool,
 * , [|re-wordify] and
 * the [|online text-utility] ||
 * Classroom Vocabulary in the Content Areas || We use this article by Stahl and Marco's to start planning how to hold student's accountable for vocabulary in content area teaching. ||
 * James Milton: "Studying bilingual word lists works." || It's page 2 of this handout -- where U. Swansea Vocabulary Acquisition expert reviews the evidence on using bilingual word lists to learn vocabulary. ||
 * 4000-word lists || Michael Graves's [[file:mplsesl/4000-words.pdf|"First 4K"]] ||
 * ==Evidence Project== ||  ||
 * The Evidence Project example site ||  ||
 * [|Upload Cam] || The iPad video App for the evidence project (unfortunately, I don't think there's a PC or android version of this ) ||
 * || [|Picasa Autobackup]will do the same for Windows, Android & Mac ||
 * The overly complicated online evidence site || This was probably overly ambitious, overly complicated -- it was a proposed on-line evidence site that we thought teachers could use.
 * The overly complicated online evidence site || This was probably overly ambitious, overly complicated -- it was a proposed on-line evidence site that we thought teachers could use.

In retrospect, just having the documents and artifacts float together in a single folder would have been better. (Building and keeping up the site was too labor intensive.) || some ReadingA-Z texts for you to examine
 * ==ELs and Reading== || The second presentation on this page ("Keep 'Em Reading") includes most of our work on ELs and Reading, including materials related to the MPS Page-A-Day Initiative ||
 * PADI (The MPS "Page-A-Day Initiative") || The PADI List and
 * PADI (The MPS "Page-A-Day Initiative") || The PADI List and
 * PADI (The MPS "Page-A-Day Initiative") || The PADI List and

> in the mouth of a Level 2 EL"? || Items || [|Released test items] for Massachusetts Science test ||
 * [[file:mplsesl/PADI-k-8-page-a-day-iniative.pdf|PADI Project Proposal ]] and
 * [[file:mplsesl/protocol-&-log.pdf|PADI Comprehension Protocol and Home Reading Log]] ||
 * John Hattie on "what we know about reading" || In a single page, Hattie and Yates summarize the scientific knowledge of reading (from their 2014 book, [|Visible Learning and the Science of How We Learn] ) ||
 * Massachusetts Science Standards || Can this be re-written to demonstrate "what each would sound like
 * Massachusetts Science Standards || Can this be re-written to demonstrate "what each would sound like
 * Massachusetts Science Standards || Can this be re-written to demonstrate "what each would sound like
 * Massachusetts Grade 8 Released
 * Massachusetts Grade 8 Released
 * Massachusetts Grade 8 Released
 * ==Social Side== ||  ||
 * John Hattie on the Mobility as the Strongest Negative Effect on Learning || In his book Visible Learning, John Hattie performed a meta-analysis of meta-analyses -- a review of virtually all the empirical research on what effects learning.
 * John Hattie on the Mobility as the Strongest Negative Effect on Learning || In his book Visible Learning, John Hattie performed a meta-analysis of meta-analyses -- a review of virtually all the empirical research on what effects learning.

He identified 138 factors and ranked them by "effect strength" -- from the most beneficial to the most harmful to learning. This is his entry for Factor 138 -- the factor that has been empirically shown to have the strongest negative effect on learning. ||